Norm-Referenced &

Criterion-Referenced Tests

© Fariba Chamani, 2015

Testing in Language Programs by James Dean Brown (2005)

Chapter one: Types and Uses of Language Tests

Different Types of Tests

1. Norm Referenced Tests Measure global language abilities. Compare students’ performance to others.

2. Criterion Referenced Tests Measure specific instructional objectivesCompares students’ performance to a

specific

criterion (Objectives or Standard)

NRT & CRTNRT1. Administrators

2. Proficiency tests (TOEFL)

3. Percentile

4. Normal Distribution

5. Predictability of form & content

CRT1. Teachers

2. Achievement Tests

3. Percentage

4. Criterion (objectives, Standards)

5. Unpredictability of form & content

NRT & CRT Differences1. Type of Interpretation

2. Type of Measurement

3. Purpose of Testing

4. Distribution of Scores

5. Test Structure

6. Knowledge of Questions

Type of InterpretationNRT Relative

Student’s performance is compared to those of other students in percentile terms.

CRT AbsoluteStudent’s performance is compared to the percentage of material learned.

Type of Measurement

NRT: Measures general language abilities or proficiency

CRT: Measures specific objective-based language points

Purpose of Testing

NRT: Spreading students out along a continuum of general abilities or proficiency

CRT: Assessing the amount of material learned by each student

Distribution of Scores

NRT: Normal distribution of scores around the mean

CRT: Varies, often non-normal

Test Structure

NRT: A few long subtests with a variety of item contents

CRT: A series of short, well-defined subtests with similar item contents

Knowledge of Questions

NRT: Students have no idea about the content in test items

CRT: Students know exactly what content to expect in test items

Matching Tests to Decision Purposes

Basic Decisions: Proficiency, Placement,

Achievement, Diagnostic

Decision Purposes:Program level, classroom level

Program Level Decisions

1.Program Level Proficiency Decisions

2.Program Level Placement Decisions

1. Program Level Proficiency Decisions

Proficiency tests assess the general knowledge or skills required to entry into a group of similar institutions.

Proficiency decisions requires knowing the general level of proficiency of each student in comparison to other students in order to admit the students who fit the standards of a specific institute.

Thus

Proficiency tests should be made on the basis of NRT

Fairness in Program Level Proficiency

DecisionsSince proficiency decisions can have a drastic effect on students’ lives the issue of fairness must be considered with extreme care. Proficiency tests might sound unfair because

of the arbitrary way they are handled in some settings but they are often necessary.

Proficiency tests might be unfair if they are used to make comparison among different programs (Solution = Program Fair Tests).

2. Program Level Placement Decisions

Placement decisions intends to group students of similar ability levels together to make the classes homogeneous.

To do so, students’ relative knowledge or skill levels must be assessed compared to other students

Thus NRT is needed for program level placement

decisions.

Proficiency Tests & Placement Tests

Proficiency tests are very general while placement tests are specifically related to a specific program.

The purpose of program, the range of abilities within the program, and the type of students involved are the factors that may make a proficiency test inappropriate for purpose of testing placement.

Classroom Level Decisions

1.Classroom level Achievement Decisions

2.Classroom level Diagnostic Decisions

1. Classroom level Achievement Decisions

Achievement decisions are decisions about the amount of learning that students have accomplished.

Achievement tests should be designed with very specific reference to a particular course and its objectives.

ThusAchievement tests should be criterion

referenced

2. Classroom level Diagnostic Decisions

Diagnostic decisions are made at the beginning or middle of the term to foster achievement by promoting strengths and to eliminate weaknesses of students.

Diagnostic tests are used to determine the degree to which the specific instructional objectives of the course have been accomplished.

Thus

Diagnostic tests should be criterion referenced.

A Single Test to Fulfill All Test

FunctionsThere is no single test that can fulfill

all four functions of proficiency, placement, achievement, and diagnostic

Because:1. The ranges of ability tested by the

four types of tests are very different.2. The content varies in each type of

test.

Differences in the Range of Abilities

NRT proficiency tests measure a very wide range of abilities, for example, TOEFL measures from virtually no English to native-like ability.

Placement tests are very different in the range of abilities they assess depending on the abilities handled by the particular institution involved. So the range of such tests is much narrower than TOEFL.

Then: Then neither a TOEFL test can be used for

placement decisions, nor a placement test for TOEFL.

Differences in Variety of Content

Content of a proficiency test covers the whole range of content types and ability levels covered across many institutions.

Content of a placement test, on the contrary, should be more narrowed to meet the needs of one specific institution.

Content of diagnostic or achievement test should also be even more narrowly defined to reflect the exact content of the course, as expressed in objectives for that course.

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